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化学教学的学科特征是以实验为基础,这为探究式学习的实施提供了良好的操作平台,化学探究式学习方式也为学生提供了一个充分“展示自我”的舞台.在探究活动中学生充分发挥自已的想象力,积极动手参与.开动脑筋分析问题、解决问题,教师则成为他们探究活动的参与者、组织者、评价者.做为一线教师,结合新课程培训精神及本人在教学实践中对探究活动的尝试,谈谈我的认识.一、创设问题情景,唤醒探究兴趣良好的问题情景容易唤起学生的探究欲望和探究兴趣,点燃学生思维的激情,是探究活动是否成功的先决条件.如在讲授甲烷的产生和性质时.我先给学生绘声绘色地讲述并表演:
The subject characteristics of chemistry teaching is based on experiments, which provides a good operating platform for the implementation of inquiry-based learning, and chemistry inquiry-based learning style also provides students with a stage full of “self-demonstration.” Students in inquiry activities Give full play to their own imagination and actively participate in. Brainstorming analysis problems, solve problems, teachers become their inquiry activities participants, organizers, evaluators as a front-line teacher, combined with the spirit of the new curriculum and my teaching practice Try to explore the activities, to talk about my understanding.First, the creation of the problem scenarios, to awaken the question of good interest situations easily arouse students’ desire to explore and explore interest, ignite the passion of student thinking is to explore the success of the prerequisites As I talk about the production and nature of methane, I first give students a vivid description and performance: